Jamie Vinciguerra

Objective

To obtain an Elementary Teaching Specialist position that fosters the development of children as lifetime learners, while providing ample opportunities for personal and professional growth, leadership, and collaboration with colleagues.

Education

Jan 2016July 16, 2016

Early Childhood Education

Monmouth University, Graduate School of Education

Preschool-Grade 3 Certification Program

Jan 2015Apr 2015

Early Childhood Education

Rutgers University, Graduate School of Education

Preschool-Grade 3 Certification Program

Sep 2006Oct 2013

Teacher of Students with Disabilities

Rutgers University, Graduate School of Education

Teacher of Students with Disabilities Certification Program

Aug 2000May 2004

Elementary Education

Elon University

Bachelor of Arts, Elementary Education, Magna Cum Laude

Instructional Experience

Sep 2012Present

Second Grade General Education Teacher

Milltown Primary School, Bridgewater-Raritan School District, NJ

Transitioned students to the Second Grade Common Core Mathematics Curriculum utilizing Harcourt Mathematics Program, Math in Focus.

Explored the Next Generation Science Standards, incorporating them into existing curriculum.

Incorporated Next Generation Science Standards into new curricular units of Science, Technology, Engineering, Art, and Math, which were implemented in all grades, K-4.

Volunteered and was actively involved in the school-wide STEAM Team, participating in vertical articulation concerning curricular and school needs to further support the school and district STEAM program.

Taught Language Arts Literacy through the Good Habits, Great Readers Program, incorporating Reader’s and Writer’s Workshop.

Taught spelling through the use of the Words their WayProgram of Fountas and Pinnel.

Piloted the Spelling Connections spelling program for the district.

Actively participated in a Professional Learning Community, with the goal of increasing student engagement through use of the Responsive Classroom approach. Utilized morning meetings, positive language,logical consequences, social stories, and parental involvement to promote a safe environment for risk-taking.

Piloted Franklin Covey's approach, The Leader in Me, an approach to student empowerment, incorporating 21st century leadership and life skills. Attended training at The Brooklyn Symposium, Winter 2015.

Utilized a SMARTboard to provide students with technology-based, engaging, and interactive instruction.

Incorporated the use of Ipads, chrome books, and desktop computers to reinforce concepts and encourage creativity and connectivity amongst teachers and students.

Devised assessments with correlating rubrics for reading and writing responses.

Created a comprehensive learning program for students identified as at-risk for Dyslexia, incorporating multisensory techniques based upon Orton Gillingham Spelling.

Worked with the Response to Interventionists, the School Psychologist, and the Child Study Team to identify struggling students, develop and implement plans for academic and behavioral intervention, and monitor progress.

Collaborated with the Intervention Specialists to deliver differentiated instruction and assignments to at-risk students through the creation of Learning Profiles.

Worked with District Behaviorist, Guidance Counselor, and Principal to identify and monitor target behaviors for Behavior Intervention Plans.

Created and Implemented Differentiated Learning Plans, giving students access to the second and third grade Math in Focus Mathematics Curriculum and extensive Language Arts enrichment opportunities.

Volunteered and solely piloted the Mathematics Station Teaching Approach, affording a diverse student population maximal access to the mathematics curriculum. Gathered and organized pre-assessment data to place students in flexible and homogenous groups for explicit teaching of differentiated material.

Worked intimately with parents and psychologists to increase emotional and educational success of students at home and in school.

Actively participated in vertical articulation of best practices in regards to Core Curriculum implementation with colleagues and administration in Professional Learning Communities, studying the work of Richard and Rebecca DuFour and the Learning by Doing approach. Took purposeful steps to target and repair areas of curricular weakness.

Collaborated with second grade professionals within district to create/modify the Reading, Writing, and Spelling Curriculums to be in accordance with Common Core Standards.

Volunteered for the Milltown Literacy Team, analyzing best instructional practices that are grounded in the research base.

Acted as the Building Representative and Facilitator on the district-wide committee, Achieve New Jersey, delivering training and resources for capacity building and official training of the Danielson Framework for Teaching.

Represented second grade teachers on the Superintendent’s District Committee for Curriculum and Instruction, acting as the liaison between the faculty, parents and administration regarding current issues surrounding the district’s education of students and parents.

Currently serve as the teacher liaison on the Parent Teacher Organization Board, working collaboratively with parents and administration to support the academic and personal growth of all students.

Initiated the creation of a Parent University, in cooperation with the Parent Teacher Organization, bridging communication between parents and teachers.

Annually participate in the New Jersey International Reading Association Young Author's Conference

Created fourth grade district assessments for the District Language Arts Assessment Binder and Math Portfolio to help inform teacher instruction.

Differentiated literacy instruction based on the Slosson and Developmental Reading Assessment and the use of a leveled library. Incorporated reader’s theatre, reciprocal teaching, guided reading, and response logs within the reading workshop.

Worked with special area teachers to create and implement an integrated unit of study of the Solar System.

Attended training for, created, and implemented Performance Assessments through the New Jersey Performance Assessment Alliance. Created performance tasks and open-ended response questions for each unit in the content areas.

Equipped students with test-taking strategies and knowledge for the NJASK.

Collaborated with other fourth grade professionals to rewrite the Social Studies and Reading and Writing Language Arts Curriculum, inclusive of Core Curriculum Standards and topics of study.

Participated in the Peer Buddies Program, partnering students from the regular education classroom with those in a self-contained setting.

Consulted and worked collaboratively with a group of specialists through Milltown’s Collaborative Assistance Team, targeting specific areas of weakness for at-risk students and executed explicit instruction to increase student achievement. Conducted ongoing progress-monitoring of targeted students through documentation of instructional strategies and assessment.

Gained extensive experience with the Child Study Team and classification process for students with special needs. Hosted and accommodated students from the self-contained classroom during morning meetings and the content areas.

Closely collaborated with the district’s fourth grade teachers, Science Supervisor, and Assistant Superintendent to create performance assessments aligned with the Science and Social Studies Curriculum.

Partnered with the Milltown School Parent-Teacher Organization to promote teacher involvement in PTO activities, provide input on future initiatives and events, and host/plan events for the school and community.

Coordinated the Fourth Grade Luau Send Off for five years, organizing teachers, administration, students and parents in celebration of the students’ efforts and accomplishments.

Served as the Fourth Grade Team Leader and Chief Communicator on Milltown’s Communication Council.

Developed and taught in compliance with Individual Educational Plans using IEP Planner, creating objectives, modifications, and accommodations for special needs students.

Motivated students with hands-on Everyday Mathematics lessons integrated with literature and real-life experiences.

Implemented Reading and Writing Workshop as the framework for Language Arts/Literacy, involving picture books, units of study, and corresponding mini-lessons. Integrated the content areas into reading instruction through the use of reading response letters, book clubs and jigsaw grouping.

Collaborated with language arts and content area supervisors and colleagues to create and implement new and engaging Science and Social Studies units, designed to incorporate language arts, specifically through Writer’s Workshop, Reader’s Workshop, and Word Study.